Literacies: A Critical Sourcebook by Ellen Cushman; Christina Haas; Mike Rose - Second Edition, 2020 from Macmillan Student Store

Literacies: A Critical Sourcebook

Second  Edition©2020 Ellen Cushman; Christina Haas; Mike Rose

ISBN:9781319218416

ISBN:9781319126810

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Focused on the major themes defining today's literacy studies, Literacies: A Critical Sourcebook is a great reference tool to support students through their advanced literacy courses.

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Table of Contents

Gateway 1. What are Literacies? 　

Articles

1 Scribner and Cole (1981). The Practice of Literacies. In The psychology of literacy (pp. 234-42; 250-51). Cambridge, MA: Harvard UP.

2 Hayes, J. R. (2012). Modeling and remodeling writing. Written communication, 29(3), 369-388.

3 Cavallo, Guglielmo, Roger Chartier, and Lydia G. Cochrane. A History of Reading in the West. Univ of Massachusetts Press, 1999.

4 Boone, Elizabeth Hill, and Walter Mignolo. Writing without words: Alternative literacies in Mesoamerica and the Andes. Duke University Press, 1994.

5 Cushman, E. (2011). The Cherokee syllabary: A writing system in its own right. Written Communication, 28, 255-281. Doi: 10.1177/0741088311410172.

6 Woods, Christopher E. Visible Speech. Oriental Institute of the University of Chicago, 2010. Table only. 1 pg

　

Gateway 2. Where are Literacies? 　

Articles

7 Heath, S. B. (1983). Literate traditions in Trackton. In Ways with words: Language, life, and work in communities and classrooms (pp.190-211). Cambridge, UK: Cambridge UP.

8 Witte, S. (1992). Context, text, intertext: Toward a constructivist semiotic of writing. Written Communication, 9, 237-308.

9 Fishman, A. (1991). Because this is who we are: Writing in the Amish community. In D. Barton & R. Invanic (Eds.), Writing in the Community (pp.14-37). Newbury Park, CA: Sage.

10 Jones Royster, Jacqueline. Part 2 A Historical View from Chapter 5 From this Fertile Ground. Traces of a Stream. Pittsburgh, PA: Pittsburgh UP, 2000.

11 Moje, E. B., Ciechanowski, K. M., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). Working toward third space in content area literacy: An examination of everyday funds of knowledge and discourse. Reading Research Quarterly, 39(1), 38-70.

12 Jiménez, R. T., David, S., Fagan, K., Risko, V. J., Pacheco, M., Pray, L., & Gonzales, M. (2015). Using translation to drive conceptual development for students becoming literate in English as an additional language. Research in the Teaching of English, 49(3), 248-271.

13 Canagarajah, A. S. (2013). Negotiating Trans lingual Literacies: An Enactment. Research in the Teaching of English,　48(1), 40-67.

　

Gateway 3. What are the Tools of Literacies?

Articles

14 Haas, C. (1996). The technology question. In Writing Technologies: Studies in the materiality of Literacies (pp.3-23). Manwah, NJ: Erlbaum.

15 Wilson, A. (2000). Visuality and prisoners’ letters. In D. Barton & N. Hall (Eds.), Letter writing as a social practice (pp.179-198). Philadelphia, PA: John Benjamins Publishing Company.

16 Kress, G. (2003). Preface. In Literacies in the new media age (pp. 9-14). London: Routledge.

17 Hull, G. A., & Katz, M. L. (2006). Crafting an agentive self: Case studies of digital storytelling. Research in the Teaching of English, 43-81.

18 Winke, P., & Goertler, S. (2013). Did we forget someone? Students’ computer access and Literacies for CALL. Calico Journal, 25(3), 482-509.

19 Garcia, Antero, and Ernest Morrell. "City youth and the pedagogy of participatory media." Learning, Media and Technology 38.2 (2013): 123-127.

　

Gateway 4. How are Literacies Learned and Taught? 　

Articles

20 Brandt, D. (1998). Sponsors of Literacies. In E. Cushman, E.R. Kintgen, B.M. Kroll, & M. Rose (Eds.), Literacies: A critical sourcebook (pp.555-571). Boston, MA: Bedford/St. Martin's Press

21 Grande, S. M. A. (2000). American Indian geographies of identity and power: At the crossroads of Indigena and Mestizaje. Harvard Educational Review, 70(4), 467-499.

22 Shanahan, Timothy, &　Shanahan, Cynthia. (2012). What Is Disciplinary Literacy and Why Does It Matter?　Topics in Language Disorders,　32(1), 7-18.　　

23 Dyson, A. H. (2018). A Sense of Belonging: Writing (Righting) Inclusion and Equity in a Child's Transition to School. Research in the Teaching of English, 52(3), 236-261.

24 Juchniewicz, M. M. (2012). Visible voices: Literacies identity and the invisible homeless. Journal of Adult & Adolescent Literacies, 55(6), 505-515.

25 Li, G. Understanding English Language Learners' Literacies from a Cultural Lens: An Asian Perspective. International Handbook of Research on Children's Literacies, Learning, and Culture, 139-154.

 

Gateway 5. How are Literacies Legislated?

Articles

26 Arnove, R. F., & Graff, H. J. (1987). National literacy campaigns: Historical and comparative lessons. The Phi Delta Kappan, 69(3), 202-206.

27 LeVine, R., LeVine, S., & Schnell, B. (2001). "Improve the women": Mass schooling, female Literacies, and worldwide social change.　Harvard Educational Review,　71, 1-51.

28 Gilmore, Perry and Leisy Wyman. (2013) An Ethnographic Long Look: Language and Literacies Over Time and Space in Alaska Native Communities. Kathy Hall, Teresa Cremin, Barbara Comber, and Luis C. Moll, (Eds). (pps. 121-138). John Wiley & Sons: London, UK.

29 Gutierrez, K. D., Baquedano-Lopez, P., & Asato, J. (2010). "English for the children": The new Literacies of the old world order, language policy and educational reform. Bilingual Research Journal, 24(1-2), 87-112.

30 Willis, A. I. (2009). EduPolitical Research: Reading Between the Lines. Educational Researcher, 38(7), 528-536. doi: 10.3102/0013189X09347584.

31 Haddix, M. (2009). Black boys can write: Challenging dominant framings of African American adolescent males in Literacies research. Journal of Adolescent & Adult Literacies, 53(4), 341-343.　

　

Gateway 6. How are and Where are Literacies Contested?

Articles

32 Freire, P. (1970). The adult Literacies process as cultural action for freedom and education and conscientizacao. In E. Cushman, E.R. Kintgen, B.M. Kroll, & M. Rose (Eds.), Literacies: A critical sourcebook (pp.616-628). Boston, MA: Bedford/St. Martin's Press.

33 Street, Brian (2011). "Introduction: Ethnographic Perspectives on Literacies." Literacies and Development: Ethnographic Perspectives. London, UK: Taylor and Francis. 1-17.Smitherman, G. (1986).

34 Smitherman, G. "How I got ovah": African world view and afro-american oral tradition. In Talkin and testifyin: The language of black America (pp. 73-100). Detroit, MI: Wayne State University Press.

35 Luke, A. (2000). Critical Literacies in Australia: A matter of context and standpoint. Journal of adolescent & adult Literacies, 448-461.

36 Rose, Mike. (2003). Words in action: Rethinking workplace literacy. RTE 38, 125-28.

37 Lee, Carol. (2014) The Multi-Dimensional Demands of Reading in the Disciplines. Journal of Adolescent and Adult Literacies. 58(1): 9-15.

38 Blackburn, M. (2003). Exploring Literacies Performances and Power Dynamics at the Loft:" Queer Youth Reading the World and the Word".　Research in the Teaching of English, 37(4), 467-490.

39 Myers, S. V. (2014). "They didn't tell me anything": community Literacies and resistance in rural México. In Literacies and migration across the US-Mexico border (pp. 88-111). Carbondale, IL: Southern Illinois University Press.

Ellen Cushman

Ellen Cushman is Associate Dean of Academic Affairs, Diversity and Inclusion and Dean’s Professor of Civic Sustainability in the College of Social Sciences and Humanities at Northeastern University in Boston, MA. She served as co-editor with Mary Juzwik of Research in the Teaching of English (2012-2017) and published two books on literacy studies in an inner city community (The Struggle and The Tools, SUNY 1998) and the Cherokee Nation (The Cherokee Syllabary, University of Oklahoma Press, 2012) . She received her PhD from Rensselaer Polytechnic Institute.

Mike Rose

Mike Rose is a Research Professor in the UCLA Graduate School of Education and Information Studies. He is a member of the National Academy of Education and the recipient of a Guggenheim Fellowship, the Grawemeyer Award in Education, and awards from the Spencer Foundation, the National Council of Teachers of English, the Modern Language Association, and the American Educational Research Association. He also received the Commonwealth Club of California’s Award for Literary Excellence in Nonfiction. His books include Lives on the Boundary: The Struggles and Achievements of America’s Educationally Underprepared, Possible Lives: The Promise of Public Education in America, The Mind at Work: Valuing the Intelligence of the American Worker, Why School?: Reclaiming Education for All of Us, and Back to School: Why Everyone Deserves a Second Chance at Education.

Christina Haas

Christina Haas is a Professor Emeritus at the University of Minnesota, Twin Cities. She received her PhD from Carnegie Mellon University and previously held faculty positions at Penn State University and Kent State University. She currently lives outside Livingston, Montana.